The relationship between social class, stress-anxiety responses, academic achievement, and internalization of professional attitudes of students in a medical school

Fredericks, Marcel; Mundy, P

doi:10.1097/00001888-196711000-00006

Cited by 8 publications

(7 citation statements)

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“…For the other two types of examination, no relation between state anxiety and outcome was observed. Previous studies reported weak negative relationships between state anxiety of dental students and their grades (36,37). Among first-year dental students, a statistically significant negative relationship between state anxiety and grade points was observed for only three of the 48 courses investigated, while for one course even a significant positive relationship was found (13).…”

Section: Discussionmentioning

confidence: 72%

Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education

Brand

Schoonheim-Klein

2009

Eur J Dental Education

159

154

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Section: Discussionmentioning

confidence: 72%

Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education

Brand

Schoonheim-Klein

2009

Eur J Dental Education

159

154

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“…Students affected by stress show various signs and symptoms, as shown in Table 9. Stressed dental students may show anxiety (11,12,39), depression (11,12,39,56), upset stomach (24), sweating (24), psychological distress (32,33,53), burnout (33,58), environmental stress (33), emotional exhaustion (32,56) and low academic achievement (4,60). Grandy et al reported in detail various signs and symptoms of stress of students such as worry, tension, being upset, nervousness, discomfort, regret, lack of confidence, crying, indecision, unhappiness, avoidance, turmoil, insecurity, sadness, guilt, blame, irritability, apathy, weight loss, physical complaints and fatigue (10,61).…”

Section: Signs and Symptoms Of Stressmentioning

confidence: 99%

Stress amongst dental students: a systematic review

Alzahem

Molen

Alaujan

et al. 2011

European Journal of Dental Education

332

453

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The present study was conducted to provide future researchers and dental educators with an overview of stress amongst undergraduate dental students reported in the literature. This overview is needed for the development of a new questionnaire measuring the level of stressors including students, staff and process of dental education. In addition, the review can be used to modify dental curricula to decrease such stress and produce better dentists. Our study consisted of a systematic review of 49 peer-reviewed articles published between 1966 till October 2008 in English, discussing different aspects of stress amongst undergraduate dental students. These aspects are demographic variables of stress, sources of stress, impact of stress, indicators of stress, instruments measuring stress level and management of stress. Major sources of reported stress were related to examinations, clinical requirements and dental supervisors. Studies suggest using signs and symptoms for early detection of stress and proper intervention.

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“…15 Several studies have examined the relationship between stress and academic performance, with most authors reporting weak to moderate inverse relationships between the two. [16][17][18] Lloyd and Musser 11 postulated that heightened interpersonal sensitivity in many dental students is a result of excessive demands on performance made by faculty. In a study by Andrews et al, 19 students enumerated stress as one of the dominant factors contributing to cheating and plagiarism in dental school.…”

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confidence: 99%

Dental Education from the Students’ Perspective: Curriculum and Climate

Cardall

Rowan

Bay

2008

Journal of Dental Education

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This cross-sectional study compares morale among dental students at five western U.S. dental schools, relates morale to various aspects of the school environment, and determines a prioritized list of the most important aspects of dental education from the students' perspective. Survey data were collected from students at the end of their first, second, and third years. Respondents answered several questions associated with student morale and listed the three best aspects and three greatest challenges of their school. Lastly, respondents ranked seven different aspects of dental education in order of importance. Surveys were returned by 742 students (66 percent response). Student morale varied significantly in different educational institutions. Morale tended to be lower among third-year students and higher among first-year students. Poor student-faculty relations was the factor most strongly associated with decreased morale. Similarly, positive atmosphere was the factor most frequently associated with high morale. Faculty and clinic experience were the most frequently cited positive aspects of schools; curriculum and clinic experience were the most commonly cited negative aspects.

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The relationship between social class, stress-anxiety responses, academic achievement, and internalization of professional attitudes of students in a medical school

Cited by 8 publications

References 0 publications

Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education

Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education

Stress amongst dental students: a systematic review

Dental Education from the Students’ Perspective: Curriculum and Climate

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